Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus
SKRIPSI
Presented to Muria Kudus University
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in English Education
By
AMANATUL FIRDAUSIYAH
NIM 201232060
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
iii
MOTTO AND DEDICATION
Motto :
“You don’t have to be perfect to be the best, all you have to do is try to be
perfect”
“Late is better than never”
“The opinion of each makes people blind to the truth”
“Be the person who you want to be”
Dedication
:
This research is dedicated to :
Her beloved parents (Mr. Sholihan and Mrs.
Chalimah)
Her sisters (Muna and Putri) and her brother
(Azka)
Helmy Nur Faiz who gives great support
All of her friends (Wahab, Bowo, Icha, Ajeng,
Shofi, Zunan, Ulya, Iqlil, Shara, Elin and the
others) who always support her every time
iv
ACKNOWLEDGMENTS
First of all, the researcher thanks to Allah SWT, the almighty who has given
mercy and blessing. So the researcher was able to finish her research as one of the
requirements in obtaining the Sarjana Degree of the English Education Department of
Teacher Training and Education Faculty of Muria Kudus University. The researcher
realizes that there is not strength except from Allah SWT.
This research could not have been completed without support and guidance
from many people, so the researcher would like to express her great gratitude to as
follows;
1. Dr. Drs. Slamet Utomo, M.Pd., as the Dean of English Education
Department of Teacher Training and Education Faculty of Muria Kudus
University.
2. Diah Kurniati, S.Pd, M.Pd., as The Head of English Education Department
of Teacher Training and Education Faculty of Muria Kudus University.
3. Titis Sulistyowati, S.S, M.Pd., as the First Advisor who has given her
guidance, correction and suggestion wisely in accomplishing this Skripsi.
4. Nuraeningsih, S.Pd.,M.Pd, as the second advisor, who gives her wise
suggestions in completing this skripsi.
5. All lecturers and staff of English Education Department of Teacher Training
and Education Faculty of Muria Kudus University.
6. Dra. Hj. Sri Indah, the Headmaster of MA Mu’allimat NU Kudus who has
given permission to do this research in her school.
vii
7. Wike Widya R., S.Pd., the English teacher of XI IPS 1, and students of XI
IPS 1, for their help and cooperate in finishing her research.
8. Mr. Sholihan and Mrs. Chalimah for their pray in finishing this research.
9. Helmy Nur Faiz, for his time to always accompany her in writing the skripsi
10. All of the students of English Education Department 2012, for their support
and pray
11. Wahab, Bowo, Icha, Ajeng, Shofi, Zunan, Ulya, and her friends in IC C, for
their support, help, pray, and togetherness.
12. BEM FKIP Family who give her a lot of experience during in Muria Kudus
University
The writer hopes that this research is useful for the readers, teachers, and the
next researcher.
Kudus, August 18th 2016
The writer,
Amanatul Firdausiyah
viii
ABSTRACT
Firdausiyah, Amanatul. 2016. Double Entry Journal For Assessing Learners’ Critical
Thinking in Teaching Reading of Eleventh Graders of MA Mu’allimat NU
Kudus in Academic Year 2015/2016. Skripsi. English Education Department,
Teacher Training and Education Faculty, Muria Kudus University. Advisors: (i)
Titis Sulistyowati, S.S., M.Pd, (ii) Nuraeningsih, S.Pd., M.Pd.
Key words: Assessment, Teaching Reading, Double Entry Journal, and Critical
Thinking
Assessment is one of important thing that has important role in education. By
assessment process, teacher can find out how far students understand the material
which has been taught by the teacher. Teacher also can use the result of assessment to
analyze which material that should be explained again and which instruments that
should be repaired. Critical thinking is one of important item to be assessed. Critical
thinking is how to students’ think about certain issue. Double Entry Journal is one of
technique assessment to assess students’ critical thinking which is different with
other. Because the student divided their pages into two with a vertical line down the
center. On the left side, they will read the question which is made by the teacher. In
the right coloumn, they will write their personal responses or answer the question in
the left.
This research is aimed to know how Double Entry Journal assesses learners’
critical thiking of second grade of MA Mu’allimat NU Kudus and students respond to
Double Entry Journal in assessing their critical thinking.
This research is Qualitative research. The data were collected are the students’
result in answering the question in Double Entry Journal, students’ answer in filling
the questionnaire, and the result of observation sheet. The instruments which were
used are classroom observation, Double Entry Journal sheet, questionnaire, and
documentation. The object of this research was students of XI IPS 1 of MA
Mu’allimat NU Kudus.
The result of this research can be seen from result of observation, how students’
fill double entry journal and questionnaire. The students of XI IPS 1 of MA
Mu’allimat NU Kudus were rare to give their opinion; they just used one side of view
to give their opinion. Many of them are also difficult to understand the question
which must be filled by them. They cannot connect their answer with other context
yet, and they just never give the other people’s opinion in their own opinion. From
the questionnaire result, we can see that they were interested in using double entry
journal. For them, double entry journal was easy to use. The result can be concluded
that the students’ critical thinking of XI IPS 1 of MA Mu’allimat NU Kudus was low,
but they were interested in using Double Entry Journal.
In this research, the researcher suggests the English teachers use Double Entry
Journal as an assessment technique to assess students’ critical thinking and a media
improve their writing.
ix
ABSTRAK
Firdausiyah, Amanatul. 2016. Double Entry Journal Untuk Menilai Berpikir Kritis
Peserta didik Kelas Sebelas MA Mu'allimat NU Kudus Tahun Akademik
2015/2016. Skripsi. Pendidikan Bahasa Inggris Departemen, Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (i)
Titis Sulistyowati, S.S., M.Pd, (ii) Nuraeningsih, S.Pd., M.Pd.
Kata kunci: Penilaian, Double Entry Journal, dan Berpikir Kritis
Penilaian adalah salah satu hal penting yang memiliki peran penting dalam
pendidikan. Dengan proses penilaian, guru dapat mengetahui sejauh mana siswa
memahami materi yang telah diajarkan oleh guru. Guru juga dapat menggunakan
hasil penilaian untuk menganalisis bahan yang yang harus dijelaskan lagi dan
instrumen mana yang harus diperbaiki. Berfikir kritis merupakan salah satu item yang
harus di nila oleh guru. Berfikir kritis adalah cara siswa menanggapi sebuah topic
tertentu. Double Entry Journal adalah salah satu penilaian teknik untuk menilai
pemikiran kritis siswa yang berbeda dengan lainnya. Siswa membagi halaman mereka
menjadi dua dengan garis vertikal di tengahnya. Di sisi kiri, mereka akan membaca
pertanyaan yang dibuat oleh guru. Dalam sisi kanan, mereka akan menulis tanggapan
pribadi mereka atau menjawab pertanyaan di sebelah kiri.
Penelitian ini bertujuan untuk mengetahui bagaimana Double Entry Journal
menilai berpikir kritis peserta didik kelas sebelas MA Mu'allimat NU Kudus dan
tanggapan siswa mengenai Double Entry Journal untuk menilai berpikir kritis
mereka.
Penelitian ini merupakan penelitian kualitatif. Data dikumpulkan adalah hasil
menjawab pertanyaan di Double Entry Journal, jawaban siswa dalam mengisi
kuesioner, dan hasil lembar observasi. Instrumen yang digunakan adalah observasi
kelas, Double Entry Journal, kuesioner, dan dokumentasi. Objek penelitian ini adalah
siswa XI IPS 1 dari MA Mu'allimat NU Kudus.
Hasil penelitian ini dapat dilihat dari hasil observasi, jawaban murid di
Double Entry Journal dan kuesioner. Siswa XI IPS 1 MA Mu'allimat NU Kudus yang
jarang memberikan pendapat mereka; mereka hanya digunakan satu sisi pandang
untuk memberikan pendapat mereka. Banyak dari mereka juga sulit untuk memahami
pertanyaan yang harus diisi oleh mereka. Mereka belum dapat menghubungkan
jawaban mereka dengan konteks lain, dan mereka tidak pernah memberikan pendapat
orang lain dalam pendapat mereka sendiri. Dari hasil kuesioner, kita dapat melihat
bahwa mereka tertarik menggunakan Double Entry Journal. Bagi mereka, Double
Entry Journal mudah digunakan. Hasilnya dapat disimpulkan bahwa berpikir kritis
siswa XI IPS 1 dari MA Mu'allimat NU Kudus rendah, tapi mereka tertarik
menggunakan Double Entry Journal.
Dalam penelitian ini, peneliti menyarankan para guru bahasa Inggris
menggunakan Double Entry Journal sebagai teknik penilaian untuk menilai
pemikiran kritis siswa dan meningkatkan kemampuan menulis mereka.
x
TABLE OF CONTENT
Page
COVER ..........................................................................................................
i
LOGO .............................................................................................................
ii
PAGE TITLE ................................................................................................
iii
MOTTO AND DEDICATION .....................................................................
iv
ADVISORS’ APPROVAL ...........................................................................
v
EXAMINERS’ APPROVAL ........................................................................
vi
ACKNOWLEDGEMENTS ..........................................................................
vii
ABSTRACT ...................................................................................................
ix
TABLE OF CONTENT ................................................................................
xi
LIST OF TABLES ........................................................................................
xv
LIST OF FIGURES ......................................................................................
xvi
LIST OF APPENDICES .............................................................................. xvii
CHAPTER I INTRODUCTION
1.1
Background of the Research ............................................................
1
1.2
Focus of Research ............................................................................
5
1.3
Statement of Problem.......................................................................
6
1.4
Objective of Research ......................................................................
6
1.5
Significance of the Problem.............................................................
6
1.6
Scope of the Problem .......................................................................
7
xi
1.7
Operational Definition .....................................................................
7
CHAPTER II REVIEW RELATED LITERATURE AND HYPOTESIS
2.1
Reading…….. ..................................................................................
9
2.1.1 Teaching Reading…….. ..................................................................
10
2.2
Assessing in Learning ......................................................................
12
2.3
Critical Thinking ..............................................................................
12
2.3.1 Definition of Critical Thinking ........................................................
12
2.3.2 Assessing Learner’s Critical Thinking.............................................
16
2.4
Critical Reading and Critical Thinking............................................
20
2.5
Students’ Critical Thinking of MA Mu’allimat NU Kudus.............
22
2.6
Assessing Learner’s Critical Thinking in MA Mu’allimat NU Kudus 23
2.7
Double Entry Journal ......................................................................
23
2.7.1 Definition of Double Entry Journal .................................................
23
2.7.2 The Advantages of Double Entry Journal........................................
25
2.7.3 Steps in Implementing Double Entry Journal ..................................
25
2.8
Double Entry Journal in Assessing Learner’s Critical Thinking .....
27
2.9
Review of Previous Research .........................................................
29
2.10 Theoritical Framework.....................................................................
30
CHAPTER III RESEARCH METHODOLOGY
3.1
Types and Design of the Research...................................................
31
3.2
Data and Data Source.......................................................................
32
xii
3.3
Data Collecting ................................................................................
33
3.4 Data Analysis ....................................................................................
35
CHAPTER IV FINDING OF RESEARCH
4.1
The Application of Double Entry Journal to Assess Students’
Critical Thinking ...........................................................................
40
4.1.1
Students’ Basic Critical Thinking .................................................
40
4.1.2
The Result of Double Entry Journal .............................................
42
4.1.2.1 The Result Double Entry Journal in First Meeting .......................
43
4.1.2.2 The Result Double Entry Journal in Second Meeting...................
54
4.1.2.3 The Result Double Entry Journal in Third Meeting .....................
65
4.1.2.4 The Result Double Entry Journal in Fourth Meeting....................
77
4.2
86
The Students’ Response to Double Entry Journal .......................
CHAPTER V DISCUSSION
5.1
The Application of Double Entry Journal to Assess Students’
Critical Thinking ..........................................................................
92
5.1.1
The Analysis of First Meeting Result ..........................................
95
5.1.2
The Analysis of Second Meeting Result......................................
98
5.1.3
The Analysis of Third Meeting Result.........................................
102
5.1.4
The Analysis of Fourth Meeting Result.......................................
105
5.2
Students’ Response to Double Entry Journal...............................
109
xiii
CHAPTER VICONCLUSION AND SUGGESTION
6.1 Conclusion ........................................................................................
116
6.2 Suggestion.........................................................................................
117
BIBLIOGRAPHY ..........................................................................................
118
APPENDICES ................................................................................................
121
DOCUMENTATION.....................................................................................
131
STATEMENT.................................................................................................
132
KETERANGAN SELESAI BIMBINGAN ..................................................
133
PERMOHONAN UJIAN SKRIPSI..............................................................
134
KARTU BIMBINGAN ..................................................................................
135
CURRICULUM VITAE ...............................................................................
137
xiv
LIST OF TABLES
Table
Page
2.1 Critical thinking criteria rubric score (Peirce : 2006) ..............................
14
2.2 The Example of Double Entry Journal.....................................................
27
4.1 The result of Classroom Observation.......................................................
41
4.2 The question of Double Entry Journal in first meeting............................
43
4.3 The result of Double Entry Journal in first meeting ................................
44
4.4 The question of Double Entry Journal in second meeting .......................
54
4.5 The result of Double Entry Journal in second meeting............................
55
4.6 The question of Double Entry Journal in third meeting...........................
65
4.7 The result of Double Entry Journal in third meeting ...............................
66
4.8 The question of Double Entry Journal in fourth meeting ........................
77
4.9 The result of Double Entry Journal in fourth meeting .............................
77
4.10 The question of questionnaire ..................................................................
86
4.11 The result of questionnaire.......................................................................
87
5.1 The Analysis of Double Entry Journal Result in first meeting ................
95
5.2 The Analysis of Double Entry Journal Result in second meeting ...........
198
5.3 The Analysis of Double Entry Journal Result in third meeting ...............
102
5.4 The Analysis of Double Entry Journal Result in fourth meeting.............
105
xv
LIST OF FIGURES
Figure
Page
Diagram 5.1 Diagram of first question of questionnaire.................................
109
Diagram 5.2 Diagram of second question of questionnaire............................
110
Diagram 5.3 Diagram of third question of questionnaire ...............................
111
Diagram 5.4 Diagram of fourth question of questionnaire .............................
112
Diagram 5.5 Diagram of fifth question of questionnaire ................................
113
Diagram 5.6 Diagram of sixth question of questionnaire ...............................
113
Diagram 5.7 Diagram of seventh question of questionnaire...........................
114
xvi
LIST OF APPENDICES
1. Classroom Observation Sheet ..............................................................
121
2. Questionnaire Sheet .............................................................................
122
3. Passage 1 (First Meeting) ....................................................................
123
4. The question of Double Entry Journal in first meeting........................
124
5. Passage 2 (Second Meeting) ...............................................................
125
6. The question of Double Entry Journal in second meeting ...................
126
7. Passage 3 (Third Meeting) ..................................................................
127
8. The question of Double Entry Journal in third meeting.......................
128
9. Passage 4 (Fourth Meeting) ................................................................
129
10. The question of Double Entry Journal in fourth meeting ....................
130
xvii
Presented to Muria Kudus University
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in English Education
By
AMANATUL FIRDAUSIYAH
NIM 201232060
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
iii
MOTTO AND DEDICATION
Motto :
“You don’t have to be perfect to be the best, all you have to do is try to be
perfect”
“Late is better than never”
“The opinion of each makes people blind to the truth”
“Be the person who you want to be”
Dedication
:
This research is dedicated to :
Her beloved parents (Mr. Sholihan and Mrs.
Chalimah)
Her sisters (Muna and Putri) and her brother
(Azka)
Helmy Nur Faiz who gives great support
All of her friends (Wahab, Bowo, Icha, Ajeng,
Shofi, Zunan, Ulya, Iqlil, Shara, Elin and the
others) who always support her every time
iv
ACKNOWLEDGMENTS
First of all, the researcher thanks to Allah SWT, the almighty who has given
mercy and blessing. So the researcher was able to finish her research as one of the
requirements in obtaining the Sarjana Degree of the English Education Department of
Teacher Training and Education Faculty of Muria Kudus University. The researcher
realizes that there is not strength except from Allah SWT.
This research could not have been completed without support and guidance
from many people, so the researcher would like to express her great gratitude to as
follows;
1. Dr. Drs. Slamet Utomo, M.Pd., as the Dean of English Education
Department of Teacher Training and Education Faculty of Muria Kudus
University.
2. Diah Kurniati, S.Pd, M.Pd., as The Head of English Education Department
of Teacher Training and Education Faculty of Muria Kudus University.
3. Titis Sulistyowati, S.S, M.Pd., as the First Advisor who has given her
guidance, correction and suggestion wisely in accomplishing this Skripsi.
4. Nuraeningsih, S.Pd.,M.Pd, as the second advisor, who gives her wise
suggestions in completing this skripsi.
5. All lecturers and staff of English Education Department of Teacher Training
and Education Faculty of Muria Kudus University.
6. Dra. Hj. Sri Indah, the Headmaster of MA Mu’allimat NU Kudus who has
given permission to do this research in her school.
vii
7. Wike Widya R., S.Pd., the English teacher of XI IPS 1, and students of XI
IPS 1, for their help and cooperate in finishing her research.
8. Mr. Sholihan and Mrs. Chalimah for their pray in finishing this research.
9. Helmy Nur Faiz, for his time to always accompany her in writing the skripsi
10. All of the students of English Education Department 2012, for their support
and pray
11. Wahab, Bowo, Icha, Ajeng, Shofi, Zunan, Ulya, and her friends in IC C, for
their support, help, pray, and togetherness.
12. BEM FKIP Family who give her a lot of experience during in Muria Kudus
University
The writer hopes that this research is useful for the readers, teachers, and the
next researcher.
Kudus, August 18th 2016
The writer,
Amanatul Firdausiyah
viii
ABSTRACT
Firdausiyah, Amanatul. 2016. Double Entry Journal For Assessing Learners’ Critical
Thinking in Teaching Reading of Eleventh Graders of MA Mu’allimat NU
Kudus in Academic Year 2015/2016. Skripsi. English Education Department,
Teacher Training and Education Faculty, Muria Kudus University. Advisors: (i)
Titis Sulistyowati, S.S., M.Pd, (ii) Nuraeningsih, S.Pd., M.Pd.
Key words: Assessment, Teaching Reading, Double Entry Journal, and Critical
Thinking
Assessment is one of important thing that has important role in education. By
assessment process, teacher can find out how far students understand the material
which has been taught by the teacher. Teacher also can use the result of assessment to
analyze which material that should be explained again and which instruments that
should be repaired. Critical thinking is one of important item to be assessed. Critical
thinking is how to students’ think about certain issue. Double Entry Journal is one of
technique assessment to assess students’ critical thinking which is different with
other. Because the student divided their pages into two with a vertical line down the
center. On the left side, they will read the question which is made by the teacher. In
the right coloumn, they will write their personal responses or answer the question in
the left.
This research is aimed to know how Double Entry Journal assesses learners’
critical thiking of second grade of MA Mu’allimat NU Kudus and students respond to
Double Entry Journal in assessing their critical thinking.
This research is Qualitative research. The data were collected are the students’
result in answering the question in Double Entry Journal, students’ answer in filling
the questionnaire, and the result of observation sheet. The instruments which were
used are classroom observation, Double Entry Journal sheet, questionnaire, and
documentation. The object of this research was students of XI IPS 1 of MA
Mu’allimat NU Kudus.
The result of this research can be seen from result of observation, how students’
fill double entry journal and questionnaire. The students of XI IPS 1 of MA
Mu’allimat NU Kudus were rare to give their opinion; they just used one side of view
to give their opinion. Many of them are also difficult to understand the question
which must be filled by them. They cannot connect their answer with other context
yet, and they just never give the other people’s opinion in their own opinion. From
the questionnaire result, we can see that they were interested in using double entry
journal. For them, double entry journal was easy to use. The result can be concluded
that the students’ critical thinking of XI IPS 1 of MA Mu’allimat NU Kudus was low,
but they were interested in using Double Entry Journal.
In this research, the researcher suggests the English teachers use Double Entry
Journal as an assessment technique to assess students’ critical thinking and a media
improve their writing.
ix
ABSTRAK
Firdausiyah, Amanatul. 2016. Double Entry Journal Untuk Menilai Berpikir Kritis
Peserta didik Kelas Sebelas MA Mu'allimat NU Kudus Tahun Akademik
2015/2016. Skripsi. Pendidikan Bahasa Inggris Departemen, Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (i)
Titis Sulistyowati, S.S., M.Pd, (ii) Nuraeningsih, S.Pd., M.Pd.
Kata kunci: Penilaian, Double Entry Journal, dan Berpikir Kritis
Penilaian adalah salah satu hal penting yang memiliki peran penting dalam
pendidikan. Dengan proses penilaian, guru dapat mengetahui sejauh mana siswa
memahami materi yang telah diajarkan oleh guru. Guru juga dapat menggunakan
hasil penilaian untuk menganalisis bahan yang yang harus dijelaskan lagi dan
instrumen mana yang harus diperbaiki. Berfikir kritis merupakan salah satu item yang
harus di nila oleh guru. Berfikir kritis adalah cara siswa menanggapi sebuah topic
tertentu. Double Entry Journal adalah salah satu penilaian teknik untuk menilai
pemikiran kritis siswa yang berbeda dengan lainnya. Siswa membagi halaman mereka
menjadi dua dengan garis vertikal di tengahnya. Di sisi kiri, mereka akan membaca
pertanyaan yang dibuat oleh guru. Dalam sisi kanan, mereka akan menulis tanggapan
pribadi mereka atau menjawab pertanyaan di sebelah kiri.
Penelitian ini bertujuan untuk mengetahui bagaimana Double Entry Journal
menilai berpikir kritis peserta didik kelas sebelas MA Mu'allimat NU Kudus dan
tanggapan siswa mengenai Double Entry Journal untuk menilai berpikir kritis
mereka.
Penelitian ini merupakan penelitian kualitatif. Data dikumpulkan adalah hasil
menjawab pertanyaan di Double Entry Journal, jawaban siswa dalam mengisi
kuesioner, dan hasil lembar observasi. Instrumen yang digunakan adalah observasi
kelas, Double Entry Journal, kuesioner, dan dokumentasi. Objek penelitian ini adalah
siswa XI IPS 1 dari MA Mu'allimat NU Kudus.
Hasil penelitian ini dapat dilihat dari hasil observasi, jawaban murid di
Double Entry Journal dan kuesioner. Siswa XI IPS 1 MA Mu'allimat NU Kudus yang
jarang memberikan pendapat mereka; mereka hanya digunakan satu sisi pandang
untuk memberikan pendapat mereka. Banyak dari mereka juga sulit untuk memahami
pertanyaan yang harus diisi oleh mereka. Mereka belum dapat menghubungkan
jawaban mereka dengan konteks lain, dan mereka tidak pernah memberikan pendapat
orang lain dalam pendapat mereka sendiri. Dari hasil kuesioner, kita dapat melihat
bahwa mereka tertarik menggunakan Double Entry Journal. Bagi mereka, Double
Entry Journal mudah digunakan. Hasilnya dapat disimpulkan bahwa berpikir kritis
siswa XI IPS 1 dari MA Mu'allimat NU Kudus rendah, tapi mereka tertarik
menggunakan Double Entry Journal.
Dalam penelitian ini, peneliti menyarankan para guru bahasa Inggris
menggunakan Double Entry Journal sebagai teknik penilaian untuk menilai
pemikiran kritis siswa dan meningkatkan kemampuan menulis mereka.
x
TABLE OF CONTENT
Page
COVER ..........................................................................................................
i
LOGO .............................................................................................................
ii
PAGE TITLE ................................................................................................
iii
MOTTO AND DEDICATION .....................................................................
iv
ADVISORS’ APPROVAL ...........................................................................
v
EXAMINERS’ APPROVAL ........................................................................
vi
ACKNOWLEDGEMENTS ..........................................................................
vii
ABSTRACT ...................................................................................................
ix
TABLE OF CONTENT ................................................................................
xi
LIST OF TABLES ........................................................................................
xv
LIST OF FIGURES ......................................................................................
xvi
LIST OF APPENDICES .............................................................................. xvii
CHAPTER I INTRODUCTION
1.1
Background of the Research ............................................................
1
1.2
Focus of Research ............................................................................
5
1.3
Statement of Problem.......................................................................
6
1.4
Objective of Research ......................................................................
6
1.5
Significance of the Problem.............................................................
6
1.6
Scope of the Problem .......................................................................
7
xi
1.7
Operational Definition .....................................................................
7
CHAPTER II REVIEW RELATED LITERATURE AND HYPOTESIS
2.1
Reading…….. ..................................................................................
9
2.1.1 Teaching Reading…….. ..................................................................
10
2.2
Assessing in Learning ......................................................................
12
2.3
Critical Thinking ..............................................................................
12
2.3.1 Definition of Critical Thinking ........................................................
12
2.3.2 Assessing Learner’s Critical Thinking.............................................
16
2.4
Critical Reading and Critical Thinking............................................
20
2.5
Students’ Critical Thinking of MA Mu’allimat NU Kudus.............
22
2.6
Assessing Learner’s Critical Thinking in MA Mu’allimat NU Kudus 23
2.7
Double Entry Journal ......................................................................
23
2.7.1 Definition of Double Entry Journal .................................................
23
2.7.2 The Advantages of Double Entry Journal........................................
25
2.7.3 Steps in Implementing Double Entry Journal ..................................
25
2.8
Double Entry Journal in Assessing Learner’s Critical Thinking .....
27
2.9
Review of Previous Research .........................................................
29
2.10 Theoritical Framework.....................................................................
30
CHAPTER III RESEARCH METHODOLOGY
3.1
Types and Design of the Research...................................................
31
3.2
Data and Data Source.......................................................................
32
xii
3.3
Data Collecting ................................................................................
33
3.4 Data Analysis ....................................................................................
35
CHAPTER IV FINDING OF RESEARCH
4.1
The Application of Double Entry Journal to Assess Students’
Critical Thinking ...........................................................................
40
4.1.1
Students’ Basic Critical Thinking .................................................
40
4.1.2
The Result of Double Entry Journal .............................................
42
4.1.2.1 The Result Double Entry Journal in First Meeting .......................
43
4.1.2.2 The Result Double Entry Journal in Second Meeting...................
54
4.1.2.3 The Result Double Entry Journal in Third Meeting .....................
65
4.1.2.4 The Result Double Entry Journal in Fourth Meeting....................
77
4.2
86
The Students’ Response to Double Entry Journal .......................
CHAPTER V DISCUSSION
5.1
The Application of Double Entry Journal to Assess Students’
Critical Thinking ..........................................................................
92
5.1.1
The Analysis of First Meeting Result ..........................................
95
5.1.2
The Analysis of Second Meeting Result......................................
98
5.1.3
The Analysis of Third Meeting Result.........................................
102
5.1.4
The Analysis of Fourth Meeting Result.......................................
105
5.2
Students’ Response to Double Entry Journal...............................
109
xiii
CHAPTER VICONCLUSION AND SUGGESTION
6.1 Conclusion ........................................................................................
116
6.2 Suggestion.........................................................................................
117
BIBLIOGRAPHY ..........................................................................................
118
APPENDICES ................................................................................................
121
DOCUMENTATION.....................................................................................
131
STATEMENT.................................................................................................
132
KETERANGAN SELESAI BIMBINGAN ..................................................
133
PERMOHONAN UJIAN SKRIPSI..............................................................
134
KARTU BIMBINGAN ..................................................................................
135
CURRICULUM VITAE ...............................................................................
137
xiv
LIST OF TABLES
Table
Page
2.1 Critical thinking criteria rubric score (Peirce : 2006) ..............................
14
2.2 The Example of Double Entry Journal.....................................................
27
4.1 The result of Classroom Observation.......................................................
41
4.2 The question of Double Entry Journal in first meeting............................
43
4.3 The result of Double Entry Journal in first meeting ................................
44
4.4 The question of Double Entry Journal in second meeting .......................
54
4.5 The result of Double Entry Journal in second meeting............................
55
4.6 The question of Double Entry Journal in third meeting...........................
65
4.7 The result of Double Entry Journal in third meeting ...............................
66
4.8 The question of Double Entry Journal in fourth meeting ........................
77
4.9 The result of Double Entry Journal in fourth meeting .............................
77
4.10 The question of questionnaire ..................................................................
86
4.11 The result of questionnaire.......................................................................
87
5.1 The Analysis of Double Entry Journal Result in first meeting ................
95
5.2 The Analysis of Double Entry Journal Result in second meeting ...........
198
5.3 The Analysis of Double Entry Journal Result in third meeting ...............
102
5.4 The Analysis of Double Entry Journal Result in fourth meeting.............
105
xv
LIST OF FIGURES
Figure
Page
Diagram 5.1 Diagram of first question of questionnaire.................................
109
Diagram 5.2 Diagram of second question of questionnaire............................
110
Diagram 5.3 Diagram of third question of questionnaire ...............................
111
Diagram 5.4 Diagram of fourth question of questionnaire .............................
112
Diagram 5.5 Diagram of fifth question of questionnaire ................................
113
Diagram 5.6 Diagram of sixth question of questionnaire ...............................
113
Diagram 5.7 Diagram of seventh question of questionnaire...........................
114
xvi
LIST OF APPENDICES
1. Classroom Observation Sheet ..............................................................
121
2. Questionnaire Sheet .............................................................................
122
3. Passage 1 (First Meeting) ....................................................................
123
4. The question of Double Entry Journal in first meeting........................
124
5. Passage 2 (Second Meeting) ...............................................................
125
6. The question of Double Entry Journal in second meeting ...................
126
7. Passage 3 (Third Meeting) ..................................................................
127
8. The question of Double Entry Journal in third meeting.......................
128
9. Passage 4 (Fourth Meeting) ................................................................
129
10. The question of Double Entry Journal in fourth meeting ....................
130
xvii